TEACHING METHODS OF ISLAMIC HISTORY SUBJECTS IN AFGHANISTAN

An analysis of Teachers’ perception of Teaching Islamic History subject at Sayed Jamal-

u-Din Teacher Training College and Madrasas in Kabul city

Khurshied Etebari Ahmadzai

Faculty:Art and Social Science

Subject:TEMP(Teacher Education Master Program)

Points: 15 Credit

Supervisor: Dr. Ulrick Holmberg

Examiner: Adrian Velicu

Date:January, 7, 2015

II

ABSTRACT

The overall goal of this research is to analyze the perception of teachers in applying teaching methods while

teaching Islamic History subject in a Teacher Training College and two Madrasas (one male and one female)

in Kabul city. The aim is to find out if the subject of history is taught as per the ministry of education (MoE)

teaching rules and regulations. Moreover, the purpose of teaching at these institutes and the common problems

faced by them are also investigated. In order to answer these questions, a questionnaire was designed and

distributed among 100 History teachers from Sayed Jamal-u-Din Teacher Training College and its relevant 14

districts Teacher Training Colleges and mentioned Madrasas in Kabul city that follows the same curriculum

and textbooks. After collecting the questionnaires, 75% response rate was achieved. The output of the survey

was arranged in categories in excel sheet based on three main research questions. Then, some tables were

designed for presenting the frequencies and the percentages of the data and later it was used for the analysis

collected data.

Being explicit about teaching a subject makes it more interesting and motivates the students to learn it

for a reason. As a result, recalling it is easier for learners. Therefore, it is very important for teachers to share

the purpose of history with their students.

Regarding the methods, the most common approach preferred by teachers was to lecture. Though

lecture is not avoidable but it is under criticism for being biased and one way of transferring the data. In

addition, there is no opportunity for students to share their experiences, ideas and the knowledge they have

achieved from the lessons. There are other methods mentioned by teachers such as group work, discussion

and students seminars, which are based on constructive approach. These methods expect students to be active

and discuss and debate different issues and topics relevant to the lesson and at the same time observe the same

phenomena from others perspectives as well.

According to experienced teachers, the most common barriers in teaching Islamic History was tick

textbooks as well as Arabic nature of Islamic History has mixed a lot of Arabic words into Dari version of text

book. As a result, understanding the lessons becomes hard for students bearing in mind that difficult words

and spelling mistakes adds up to this problem.

III

ACKNOWLEDGMENT

First of all, I have to thank almighty Allah who helped me to overcome all the hardships and achieve this

educational level and being able to complete my research.

I want to thank Dr. Amir Mansory for his hard work in holding and managing this program and

patiently guiding us in all courses, as well as giving important directions during thesis writing; also I appreciate

my supervisor Dr. Ulrik Holmberg, who guided and directed me through constructivist feedbacks on my thesis

work. Many thanks go to the Karlstad University as well as those teachers who came to Afghanistan to

participate in TEMP-3.

In addition, I want to thank my colleagues and friends who helped me in data collection and indirectly

helped me to write my thesis. My appreciations to all those teachers from Sayed Jamal-u-din Teacher Training

College and the selected Madrasas teachers who dedicated their valuable time in filling the questionnaire and

participating in this research.

IV

CONTENTS ABSTRACT ...................................................................................................................................................................... II

ACKNOWLEDGMENT .................................................................................................................................................. III

LIST OF TABLES ............................................................................................................................................................ V

LIST OF FIGURES .......................................................................................................................................................... V

ABBREVIATIONS .......................................................................................................................................................... V

CHAPTER 1: INTRODUCTION and BACKGROUND ............................................................................................................. 1

INTRODUCTION ............................................................................................................................................................ 1

Problem Area ................................................................................................................................................................ 1

Aim ............................................................................................................................................................................... 2

Research Questions ....................................................................................................................................................... 2

CHAPTER 2: LITERATURE REVIEW .......................................................................................................................... 3

LITERATURE REVIEW ................................................................................................................................................. 3

Purpose of Teaching History as a Subject .................................................................................................................... 3

Method versus Content Knowledge .............................................................................................................................. 4

CHAPTER 3: RESEARCH METHODOLOGY .............................................................................................................. 6

METHOD OF THE RESEARCH ..................................................................................................................................... 6

Type and Nature of Research ........................................................................................................................................ 7

Limitations .................................................................................................................................................................... 8

CHAPTER 4: FINDINGS ................................................................................................................................................. 9

FINDINGS ........................................................................................................................................................................ 9

Methods for Teaching Islamic History ....................................................................................................................... 11

Barriers of Islamic History Teaching .......................................................................................................................... 14

Summary ..................................................................................................................................................................... 15

CHAPTER 5: DISCUSSION AND CONCLUSION ..................................................................................................... 16

DISCUSSION ................................................................................................................................................................. 16

CONCLUSION ............................................................................................................................................................... 18

REFERENCES ............................................................................................................................................................... 19

ANNEXES 1 ................................................................................................................................................................... 21

ANNEXES 2 ................................................................................................................................................................... 24

V

LIST OF TABLES

Table 1: Data Population ………………………….…………………..………………………………7

Table 2: Strengthening PCK……………………………………………….……………….…………9

Table 3: Purpose of Teaching History………………………………….……………………………...9

Table 4: Methods of teaching Islamic History……………………………………………….……….11

Table 5: Applying Videos…………………………………………………………………….…..…...12

Table 6: Writing Methods…………………………………………………………………………..…13

Table 7: Role Play and Lecture Method………………………………………………………………14

Table 8: Problems of Teaching Islamic History Subject………………………………………………14

LIST OF FIGURES

Figure 1: Familiarity of the Teachers about CK of Islamic History………….…………………………10

Figure 2 : The problems of Teaching Islamic History Teaching……………………….……………….11

Figure 3: Reasons for using Films……………………………………………………………….……...12

Figure 4 Reasons for using Group Work………………………………………………………………..13

ABBREVIATIONS

TTC Teacher Training College

MoE Ministry of Education

CK Content Knowledge

1

CHAPTER 1: INTRODUCTION and BACKGROUND

INTRODUCTION

Teaching methods should be adopted according to the learning demands of the students. In

order to enhance cognitive skills of students the methods should match more of constructivism

and cognitivism approach in which students are more responsible for construction of their

knowledge and critically think and share their ideas (Schunk, 2012).

Cognitivism and constructivism concepts emerged when the traditional method of teaching

failed to achieve the learning demands of new generation. According to these two theories the

learner should actively be involved during the learning process. According to my experience,

the most common way of teaching Islamic history is delivering lecture which matches

behaviorism approach and as a result the students find less chance to express what they think

and consequently, Islamic history is considered as a subject to be memorized without critically

discussed. However, other methods such as group work and student presentation are widely

used in teaching Islamic history which can intrinsically, motivate the learners to actively

participate in acquiring knowledge.

On the other hand, being explicit about the aim of learning a subject makes it more

interesting to learn and as a result, it is very important for the teachers to share the purpose of

learning the subject (Levstik and Barton, 2010) In Afghanistan context the history curriculum

suggests that past events can be a lesson for current generation and help them to take decisions

more wisely and not to repeat the same mistakes happened in the past and finding out the key

of success.

TTC is a two year college consist four semester study; it is for training teachers of

government schools in Afghanistan. There are 43 government Teacher Training Colleges in all

over the country. Kabul central TTC is called Sayed Jamal-u-Din Teacher Training College

which has 14district level branches of mobile teacher training colleges in Kabul Province.

Students join Sayed Jamal-u-Din Teacher Training College after passing Kankor exam

(i.e. admission test), graduation from the high school is mandatory requirement for

participating and taking Kankor test.

Problem Area

From last twenty years my experience as a student and teacher identifies that social subjects

such as history is ignored and it is not given more concentration by the teachers as it is for

science subjects, as a result they are taught as a dry subject to be memorized without

understanding the deep meaning and context behind the text; and consequently the interest of

the students decreases and recalling all the text, full names, years, and historical events

becomes difficult.

Intelligently selecting appropriate method of behaviorism or constructivism is very

important to make lesson more interesting and to achieve higher outcome for transformation

of the knowledge. On the other hand, discussing the purpose of the lesson with the students

makes the learning process more meaningful and fundamentally motivates the learners to learn

by heart which to some extent is ignored by some of the teachers in my country (based on my

personal observation and interactions with teacher and students over the past one decade).

Although, in Afghanistan same textbooks are used in schools in all over the country,

the teachers may use supplementary material in any subject including history subjects.

Consequently, in spite of the restriction of textbooks, teachers may use additional materials

2

when teaching history and other subjects of social sciences. However, the low professional

qualification is mentioned to be the obstructing factors that teachers teach history only as a

mind storing subject with emphasis on memorizing factual information.

Aim

The purpose of this research is to find out the current teaching methods used in Sayed Jamal-

u-din Teacher Training College and also perception of history teachers about the purpose of

teaching history, and discussing some of the problems which teachers face in teaching Islamic

history subject in TTC and in Madrasas as well.

At Sayed-Jamal-u-Din Teacher Training College, although some methods of

constructivism approach such as group work and students’ seminars are used, which allow the

students to be more involved in learning process and to share their ideas and knowledge and

express their perspectives and critically discuss the lessons, but the most popular and likable

teaching method is lecturing here.

Research Questions

1. Why and more importantly what methods do history teachers use?

2. What is the purpose of teaching history from Afghan teachers’ perspective?

3. What are the main problems and obstacles in teaching Islamic history?

3

CHAPTER 2: LITERATURE REVIEW

LITERATURE REVIEW

In Afghanistan, when students study Islamic history subject they face huge amount of similar

information about years, events, names and other information and memorizing all of it is

difficult and boring. The problem becomes more crucial when Islamic history is taught without

clarifying the purpose of teaching history subject and consequently the students find it dry and

hard to remember. It is important for a teacher to have knowledge about theories to apply

correct methods of teaching during teaching in practice as Harris and Hydn (2006, p. 317) states

that students are more effected with how they are taught rather than what they are taught.

Nowadays many countries want to have qualified teachers and for this reason they have

introduced mandatory exams which are the basic tools to evaluate the ability of a teacher to

read, write, spell, calculate, and solve arithmetic problems, while sometime teachers need to

follow the teacher education program to become familiar with such teaching skills (Levstik &

Barton, 2010).

Purpose of Teaching History as a Subject

One of the main issues in learning history is to have a purpose. For students, learning history

is something to be memorized just for test as it has no interesting factor, so it makes it a boring

subject and difficult to learn. On the contrary, they learn computer programs, practicing role

play much easier and recall it faster as they do it practically and are more involve in it and the

most important point is that they do it for a real purpose and consequently it is easier to recall.

Similarly, Levstik and Barton (2010) argue that history is something that students are supposed

to know rather than doing it in practical way. Students usually do not do it for a specific purpose

instead; they learn it just for a test to pass. They suggest that the teachers should teach based

on a purpose because it directs the teachers to choose the content wisely and based on that

purpose, also it helps students to improve intellectual growth. Furthermore, good teaching is to

help the students to connect what they are learning with purpose. When the students do

something without a clear aim, it decreases their interest. Schunk (2012) suggest that learning

is not something superficial but it defines to grasp the deep meaning of the phenomena and of

course it is possible when there is a purpose for learning.

History can’t be taught without purpose. According to Barton (2001) curriculum of

history determines the purpose of teaching history. For example, in United States the main

purpose of history teaching is developing a deeper comprehension of self and humanistic aims.

In Ghana the purpose mentioned in curriculum is democracy and humanistic goals which

develops the understanding the peaceful coexistence, tolerance, cooperation and the

interdependence among different nations and learn to live together instead of differences in

culture, ethnicity and language. This implies that teaching history should not be purely

memorizing facts and factual information but it should promote higher order of thinking and

encourage students to think critically and analytically.

Connecting the past and present events is another purpose of studying history as what

we have today originates from past tradition (Levesque, 2005). In Afghanistan few decades

ago, the subjects were called history and geography, later on it was called social studies and

finally in the recent curriculum it is called social science. This means that the national

curriculum treat social studies as scientific school subjects (Ministry of Education, 2010).

Being explicit about the purpose of learning history makes the lesson more important

and interesting to learn for students. In addition, it helps teacher to choose the content wisely

and facilitates students’ intellectual improvement. Purposeless teaching destroys students

4

’interest and motivates them to study just for marks or to please their teachers. Consequently,

students learn superficially and ignore the deep understanding of the historical issues (Levstik

and Barton, 2010).

Method versus Content Knowledge

VanSledright (2011) mentions two different factors which merge together in teaching process.

The first factor is content knowledge or profession of historians and the second one is

pedagogical knowledge or the art of transformation of information to the learners which is

responsibility of expert and professional teachers. Similarly, Hertzberg (1988) said that content

knowledge and teaching skills are two different kinds of knowledge but can complement each

other.

Combination of these two sets of knowledge is called PCK or pedagogical content

knowledge which is an important skill of good teachers who should have deep understanding

of their own profession and also they are supposed to know how to transfer it to the students.

In the other words, PCK helps teacher to realize and identify which method fits which content

and vice versa, also how to organize sections and parts of the contents for better transformation

of knowledge to the students. It is about which teaching approaches makes the content easy to

learn or difficult to understand and also which approaches creates misconceptions for students

and how to prevent pedagogical errors and misconceptions. Also, it debates about the

pedagogical needs of the learner in particular classroom situations. PCK is how to use

pedagogical skill for teaching content (Shulman, 1986).

Shulman (1986) suggested that although knowledge of the subject matter and the

general pedagogical skills are necessary for teaching but it is not enough to be a good teacher.

In Shulman view’s a powerful teacher should simultaneously implement both skills of

pedagogy and content and represent the content in a way that is understandable for others. It is

possible when teacher adopts and interprets the subject matter and search for presentation

methods in easy and comprehensible manner. There are different ways and methods to make

the transformation of the knowledge easier like using metaphors, analogies, familiar examples,

practical works, exercises, charts, presentations, and etc. Also, it is important to know the prior

knowledge of the students about the lesson and make a connection between what the students

know in advance and what is going to be taught.

VanSledright (2011) suggests that the teachers should read the history constantly and

as the practitioners need to repeatedly have practice in their profession the history teachers

necessarily should read and be involved in their subject.

Using history teaching methods are effective whenever the environment of the

classroom provides a live imagination of past events also it increases students’ interest and

helps them to construct their personality through connection between the historical event and

their personal life (Nilsson, 2008).

VanSledright (2011) also offers that investigative approach should be followed by the

teacher and they should have deep understanding of the history knowledge as well as re-

conceptualizing teaching practice. He compares the traditional lecture based method with

investigative approach and claims that narration and lecture are bias and boring ways in which

there is no opportunity for discussion. On the contrary, the teacher by asking students’ opinion

motivates them to analyze the past events through critical arguments and for sure in order to

have a critical view, relying just on the textbook is not enough and they should study other

related materials as well. Similarly Aktekin et al. (2006) argue that the traditional history

teaching should be replaced with new teaching approach through which the students are more

active learners, also they emphasizes on using new technology for teaching history and leaving

behind the racism and bias against any culture or nation instead, the history should be studied

in multi-perspective analytical way.

5

VanSledright(2011) suggests a scientific argumentation approach for history

investigative method as the procedure includes four steps; 1.to take a position 2.to defend that

position 3.reliable source and evidence and at the end 4.conclusion as well as showing deep

understanding of the issue and giving reason.

The teacher by selecting appropriate teaching method should induce the students to

study the History subject with curiosity, investigation and tracing answers, reasons and results

of historical events and their consequences in our current and future life. They should know

that nothing is acceptable but with evidence and documents (VanSledright, 2011).

Group work is one of the best methods which facilitate investigative approach and give

chance to the student to discuss and view the topic from perspective of the other peers(Schunk,

2012), but always it is not easy to implement. Sometimes the same students repeatedly talk and

others stay silent or the students do not study the lesson in advance, such problems force the

teacher to go back to the lecture which again is sleep inducing and monologue teacher centered.

The suggested solution is “small group scored” discussion through which the students are

divided into groups of three to five members with balanced ability. They can achieve good

mark when all of them take part and present it by a leader (Young, 2007).

There are other suggested methods which increase the interest of the students to history

subject such as using computer and movies as well. This research finds out that some teachers

in Kabul city already use computer and movies in teaching Islamic history subject. Seixas &

Peck (2004) suggest that historical thinking can be facilitated through film and bringing the

students to the historical museum. The teachers should remind students that which historical

events were more important and have changed the enivironment and how it brought changes

and influenced the life of people in present time. It can improve critical thinking in students

and help them to judge and think about the history in analytical way.

6

CHAPTER 3: RESEARCH METHODOLOGY

METHOD OF THE RESEARCH

The method used in this research was based on quantitative strategy and the selected tool was

questionnaire. Through this approach, according to Bryman (2012), huge data can be collected

within a short period of time. In this study, questionnaire was used to find out the perception

of the teachers in the central TTC called Sayed Jamal-u-Din Teacher Training College, its

branches in 14 districts of Kabul province and the two Madrasas (Abu-Hanifa and Ayesha-e-

Sedeqa) and all of it implement educational programs and curriculums of Sayed Jamal-u-Din

for teaching Islamic history subject.

Madrasas are special institutes for Islamic studies and Teacher Training Centers are institutes

to educate professional teachers for schools in Afghanistan. The selected Madrasas are also

related to government and all the subjects are taught per ministry of educations (MoE) teaching

rules and regulation, so there is no difference in Islamic History subject context of Sayed Jamal-

u-Din Teacher Training College and Madrasas. It’s necessary to mention here that the

graduates of these Madrasas are more knowledgeable and aware of religious studies as

compared to other disciplines and concepts.

The reason for choosing these institutes was that Sayed-Jamal-u-Din TTC is the central and

identical among other Teacher Training Colleges, the two mentioned Madrasas which are place

for Islamic Education are identical in comparison to other Madrasas as well.

In Sayed Jamal-u-Din Teacher Training College there are about 10 departments which

are:

1. Islamic Studies Department

2. Social Science Department

3. Science Department

4. Mathematic Department

5. Computer Department

6. Pedagogy Department

7. Physiology Department

8. English language Department

9. Pashtu language Department

10. Dari language Department

Several interviews were taken from teachers in TTC for construction of the

questionnaire and based on these interviews and information of studied literature the

questionnaire was created and after translation in Dari language, five questionnaires were

distributed among teachers of TTC and Madrasas for piloting. Based on this pilot, I changed

some questions which were ambiguous and I added some extra parts like a place for

clarification of the place of work and extra questions regarding to the methods of teaching.

After correction, the final questionnaire was prepared for distribution. The

questionnaire consisted of both close and open ended questions and was designed to answer

the three main research questions. In addition, an official paper was taken from ministry of

education for permission of conducting research in mentioned organizations which later was

ratified by Teacher Training Directorate.

Data collection was on September 2014 and sampling method was based on stratified

probability sampling of the teachers in these institutes and altogether 100 teachers were

selected out of the total population of 117 Islamic history teachers. Studying the entire

7

population was not possible for me as some of them were out of town and were in the outskirts

of capital, Kabul, which made it difficult for me to interact with them and contact them. Among

them, the 100 questionnaires, 75 questionnaires were returned and complied and 25 of the

respondents did not submit the questionnaire back to me. The respondents were teachers who

currently teach at Sayed Jamal-u-Din Teacher Training College and district Teacher Training

Colleges which are branches of central Teacher Training College in Kabul city, in order to get

a bigger sample; the questionnaire was distributed in two Islamic education institutes called

Madrasa where the same text book for Islamic history is being taught. Since, the sampling has

been done in Kabul City; the research findings based on the sample can be safely and roughly

generalized for the population of Kabul City Islamic history teachers especially. However my

data collection started few days before Eid therefore an error of 25% happened in the response

rate. Consequently, I received 75 questionnaires back out of 100. The table below shows the

percentage and split among the respondents.

Table 9: Data Population

Institutes Total

Selected

Total

Responded

Individual

Response %

Aggregate

Response %

Sayed Jamal-

u-Din

Central 20 20 100% 26.7 %

Districts 18 15 83% 20%

Madrasas

Abu Hanifa 40 22 55% 29.3%

Ayesha-e-

Sedeqa 22 18 81.8% 24%

Total 100 75 75%

After compiling data, some tables were categorized in excel sheet for analysis based on

three research questions and after that it was added to research paper.

Type and Nature of Research

This research is predominantly descriptive type and the three questions proposed in the first

chapter are only answered in a “yes or no” conclusive manner. Keeping my research co-

relational or explanatory would make it impossible for me to conduct it within the given time-

frame and my experience with researches.

The description is meant to only demonstrate the existence of a certain phenomenon in

its entirety or partiality. No comparison or co-relation was intended to be probed into or

discussed. This, however, does not imply that there would be no discussion or conclusion at

all. There will be enough analysis of the findings and the conclusions will be worked out

adequately. Nevertheless, there is no discussion of dependent and independent variables in my

topic. It merely focuses on the prevalence of a certain phenomenon i.e. teaching methods of

history subjects at schools in Kabul. In other words, the topic I chose does not require me to

take up a null or alternative hypothesis. I only have to describe the prevalence of a certain

phenomenon (teaching methods of history subjects), which will be rounded up in the

conclusion section.

The nature of my research is as labeled by Cohen & Manion (2010) “retrospective and

status quo” in that only the past behavior and the present behavior of a certain group of

individuals, teachers of history subjects in this case, towards a certain concept i.e. teaching

methodologies, and within a certain geographical location i.e. Kabul city of Afghanistan.

Based on the retrospective and status quo nature of my research, one might be able to

draw conclusions for the prospective aspects of the same topic. However, I would suggest one

8

must abstain from it, including myself, as the data and time period was not enough for me to

work around the “prospectivity” of the topic.

Furthermore, data and statistical tools used for other types of researches are way above

my current level of knowledge and experience in research. Hence, it was both wise and

practical for me to go with the Descriptive type retrospective study.

Limitations

The main problem in this research was far geographical distance of the institutes specially

district TTC which were situated in different parts of Kabul city and it took a long time to reach

there also, some of the respondents were hesitant to fill the forms so in the result my data

collection had an error rate of 25%, especially in district level Teacher Training Colleges. In

central TTC I distributed the forms myself directly to teachers as I am member of Islamic

department but for the district TTCs and boys Madrasa I sent the questionnaire through my

colleagues to managers of the institutes and seek help from colleagues. Furthermore, most of

the teachers who filled the questionnaires choose to ignore and do not answer to open ended

questions in the questionnaires.

Last but not the least, the two limitations that really irritated me during my work was

shortage of time and virtual supervision. The first one was shortage of time, which forced me

to only distribute questionnaires and not observe them, which would be an ideal way to get

more insights into the matter. In my opinion, an observation would have revealed more

authentic and accurate information about my research questions. And the second one, the

virtual supervision, although was done quite professionally and efficiently, to some extent,

impaired my ability to get direct and in-person guidance which I believe would have been more

helpful for a person like me and I would have definitely performed better. I do appreciate that

some of my colleagues performed really great even with the same level of virtual supervision;

however, given my background with language, knowledge and people, I would have certainly

done differently if the virtual supervision had been in-person.

I personally think that my experience with this research work was great, and I did

understand the effect of limitations on the results of any study. I believe I would be better able

to control my research design in my future researches, as these limitations themselves are a

great deal of learning in their own right.

Regarding the office cooperation, the authorities and managers of these institutes

contributed and help me a lot and they appreciated the nature of my research and further

advantages of such researches. Also, I discussed these issues with my colleagues and managers

of the institutes who were involved in this research in advanced to increase the validity and

honesty of my thesis.

9

CHAPTER 4: FINDINGS

FINDINGS

In this chapter the main findings and outputs of this research is presented. The collected data

has been analyzed in excel sheet and the prepared tables are used for describing the phenomena.

The analysis of the data brought very interesting and important output, approx. 72% teachers

believe that for better understanding of Islamic history we need to have extra knowledge, it

means we must not only occupy ourselves with the text books included in the curriculum but

we should use other resources to have extra knowledge about Islamic history, and another

interesting finding during the research was that most of the teachers and students agree that we

need to promote critical thinking about the events happened in the past and discuss it’s

connection and impact on our current life in the result the lecture will be much more productive

and interesting, we have also asked teachers about their current knowledge about Islamic

history and problems and obstacles they are facing during their lectures as it is described in

detail in below tables and graphs.

Table 2 shows comprehensive understanding of Islamic History Teaching and it

identifies that significant number of teachers stated that having extra knowledge for teaching

Islamic history subject is necessary, because if we limit ourselves to textbooks so we may not

have better understanding about Islamic history and to create comprehensive understanding

and critical thinking environment in the class we need to have extra knowledge in advance.

Table 10: Strengthening PCK

Studying Extra Islamic

Options %

Necessary 72

Important 28

Unnecessary 0

Total 100

Table 3 shows the goal of teaching Islamic history according to Afghan history

teachers. The most common purpose mentioned by the teachers (88 percent strongly agree and

11 percent agree) with introduction of Islamic identity, and relation between the nations (66

percent strongly agree and 28 percent agree) takes the second rank. The two other purposes

almost have got the same percentage and surprisingly, about the same percentage of the

teachers disagreed with these two purposes. This and all the following findings are further

discussed and rounded up in the last chapter, Discussion and Conclusion.

Table 11: Purpose of Teaching History

Statements

Frequencies of responses

Strongly

Agree Agree Disagree

Strongly

Disagree Total

Promoting critical

thinking about past

events 20.0 34.7 26.7 18.7 100.0

10

Introducing Islamic

identity 88 11 1 100.0

Relation between the

nations 66 28 5 100.0

Memorizing the past

events 17 32 31 20 100.0

Figure1 presents information about the teachers’ perception of their own knowledge in

Islamic history subject. About half of the experience teachers thought that they have a good

level of information about this subject while 38% of them were more confident and claimed

that they have extra ordinary knowledge in this subject while a small percentage said that they

have problems in this subject.

Figure 3: Familiarity of the teachers about CK of Islamic History

Figure 2 shows the problems of teaching Islamic history subject explained by

experienced teachers. Almost all of the mentioned problems such as lack of resources, crowded

classes and low level of students’ knowledge got the same percentage of 20 percent.

In this regard one female teacher in the response to an open question in the

questionnaire expressed that to find the exact answers and references due to students extra

questions, while teaching Islamic history subject she has to go to the university and ask about

the exact issue from her previous teachers. It means that the teaching textbooks do not have

enough information to teach.

0

10

20

30

40

50

60

Excellent good poor

Serie1

11

Figure 4: Problems in teaching Islamic History

Methods for Teaching Islamic History

Table 4 presents the preferred methods by Afghan teachers for teaching Islamic history.

Students’ presentation and group work was the most preferred methods (respectively, 62%

strongly agree and 33% agree and 50% strongly agree and 42% agree) ( xx strongly agree and

agree with the statement), while teachers were less agree with role play method. Also teachers

mentioned maps and diagrams among the good ways of teachings. Furthermore, almost all of

the teachers agreed with lecture.

Table 12: Methods of Teaching Islamic History

Statements Frequencies of responses

Strongly

Agree Agree Disagree

Strongly

Disagree Total

Lecture 30 58 12 100

Role Play 23 32 30 15 100

Group Work 50 42 5 3 100

Computer

Presentation 51.4 32.4 10.8 5.4 100

Students

Presentation 62 33 5 100

Paired

Discussion 36.486 47.297 10.811 5.405 100

Maps and

Diagrams 41 51 4 4 100

Table 5 shows the percentage of the teachers who apply or do not apply two methods

of discussion and video for teaching Islamic history. All the teachers claimed that they ask

0

5

10

15

20

25

1.Lack ofteachingmaterial

2. low level ofstudents

3. timeshortage

4. highnumber ofstudents

5. constrainswhich forcethe teachers

to choselecture

%

%

12

students to discuss the related issue in class. On the contrary, a small percentage of the teachers

use video for teaching this subject.

Table 13: Applying Videos

Options Using Videos Applying Discussion

Yes 21.33 100

No 78.38

Total 100 100

Figure 3 shows some reasons for using film in teaching Islamic history. As it is

demonstrated in below pie chart, visually demonstration of an issue and to show a complete

narration was the most common reason of showing videos while lesser teachers choose the

ability of compare and contrast as a purpose of historical films.

Figure 3: Reasons for Using Films

Figure 4 shows that, 60% of the teachers mentioned active learning as a strong aim of

implementing group work while half of this number mentioned critical thinking as a product

of group work and a very small number selected memorization as an aim of group work.

35%

18%16%

31%

To visually demonstrate apoint I have just made

To introduce pupils to thethemes of a historicalperiod

To get pupils to compareand contrast differentrepresentations of ahistorical period

To show a completenarrative for pupils tostudy in relation to a topicin history

13

Figure 4 Reasons for using group work

Table 6 shows how Afghan teachers use writing approach in their teaching. The teacher

agreed that academic criteria should be used for checking writings of the students and almost

all of them said that the writings should be presented through seminars by students. A high

number of the studied teachers believed that it can be a good practice for practicing

pronunciation while a few of the teachers strongly disagreed that this purposed can be achieved

through this approach. Furthermore, high number of the teachers claimed that it can help the

students in their future educational jobs. More than half of the teachers said that this kind of

practice helps the student in history writing while 31% of the teachers rejected this idea.

Table 14: Writing Methods

Statements

Frequencies of Responses

Strongly

Agree Agree Disagree

Strongly

Disagree Total

Using academic writing

rules for checking the

writing assignments 61 39 100

Asking students to

present their writings 54 42 4 100

It helps students to

practice the

pronunciation of the

names of persons,

locations 52.7 29.7 13.5 4.1 100

It is a kind of practice

for their future teaching

job 59.5 35.1 5.4 100

It makes students to be

familiar with history

writing 35 34 30 1 100

Table 7 shows some information about two other methods; lecture and role play. A high

number of those teachers who prefer using role play said that for implementing role play the

students should already read the related lesson before coming to the class also, significant

32%

8%

60%

critical thinking through asking different students’ opinions

memorizing factual pastevents

active learning

14

number of the teachers stated that this method makes the student interested in this subject, but

a lot of the teachers claimed that this method need much time. In the other section, most of the

teachers believed that lecture is a good method for introducing historical heroes while most of

the teachers claimed that lecture cannot improve analytical thinking and it does not give chance

to students for talking and expressing their ideas.

Table 15: Role plays and lectures Method

Statements Frequencies of responses

Agree Disagree Total

Role

plays

Students should study

the related lesson in

advance 93 7 100

Draws interest of the

students 89 11 100

This method is not

time consuming 35 65 100

Lectures

Lecture is a good

ways for introducing

historical heroes 85 15 100

Lecture improves

critical and analytical

view 35 65 100

Lecture provides less

chances for talk and

discussion 33.333 66.216 100

Barriers of Islamic History Teaching

Teachers were asked to point some obstacle when they teach history in their classes. They were

asked to respond to xx statement and show their degree of agreement and or disagreement with

the statement in the questionnaire. Their responses are summarized in table 8 below. It shows

two main problems in teaching Islamic history subject. A high number of the teachers agreed

that the text book is too large to be taught in one semester also, the teachers mentioned the new

hard words as a barrier of understanding of the subject.

Table 16 Problems of Teaching Islamic History Subject

To what extend do you agree or

disagree with the following

statements

Hard words and concepts make

the text books hard to understand

Largeness of the text

books are too big

Strongly Agree 62 50

Agree 23 20

Disagree 8 15

Strongly Disagree 7 15

Total 100 100

15

Summary

As it was mentioned in above paragraphs, most of the teachers emphasized on need of studying

other references beside the given text book. The other important finding is that aims of teaching

Islamic history according to the teachers is introducing Islamic identity and the relationship of

Islamic nations with other people, but there were less emphasis on critical thinking which is

the higher level of bloom taxonomy. Regarding to the pedagogical content knowledge, teacher

were confident enough on their knowledge and eligible of answering the students’ questions in

the class.

To find out the answer of common problems in teaching this subject, the closed ended

question presented that the teachers had complains about the hard and Arabic words in text

book. Additionally, the thickness of the text book was criticized as well. Open questions

revealed more obstacles such as lack of teaching materials, time shortage, crowded classes, and

lack of students’ back ground knowledge. Consequently, some of the teachers stated that these

problems lead the teachers to choose traditional lecture method.

About the teaching method, both of monologue and dialogue approaches were preferred

by teachers such as lecture, group work and discussion. Films were less chosen as an applicable

method. Furthermore, according to the teachers, strong reasons for using film are

demonstration as well facilitating narration of past events rather than analytical and critical

comparison of past events. On the contrary, they said that critical and active learning is more

possible through group work. In addition, teachers agreed that writing assignments should be

checked according to the academic writing rules and students should be asked to present their

work, but there were less agreement to its usage in history writing. The next finding about the

role play which shows that teacher think role play draws interest of student, but they criticized

that it takes a lot of time. Furthermore, according to the studied teachers lecture is one of good

way for introducing Islamic history, but it fails to promote critical skills in pupils.

16

CHAPTER 5: DISCUSSION AND CONCLUSION

DISCUSSION

According to the data produced by this research, I find answers to my research questions put

forth in the first chapter of my research. Islamic history teachers teach the subject based on a

purpose. They aim to introduce Islamic history and the relation of Islamic nations with other

nations, but the important point is that the teacher should share that purpose with students so

that they learn it with interest. On the other hand, the learners will internally be motivated to

acquire the knowledge. Similarly, Levstik & Barton (2010) said purposeful history teaching,

specially, when the learner is familiar with that aim makes the lesson alive and more interesting.

Also, the data shows that only half of the experience teachers motivated the students to be

critical about lesson while according to VanSledright (2011) a better replacement for traditional

history teaching is the query approach through which the learners critically discuss the history

and can understand the lesson instead of memorizing huge amount of numbers and events.

Considering that most of the experienced teachers mentioned that studying extra book

is necessary for teaching this subject, but still it seems that most of them are not confident

enough in having strong content knowledge. Even a small percentage of them think they have

crucial problems in history knowledge for teaching this subject. The teacher should study more

and not limit themselves to given textbook as VanSledright (2011) emphasized that

strengthening content knowledge is necessary for history teacher.

Regarding the selection of preferred methods of history and Islamic subject teachers

were interested in methods which were near to dialogues and student centered approaches as

most of them preferred paired discussion and student presentation. Similarly, Freire (1998)

stated that student is not a vessel to be filled instead; s/he should be helped to find or construct

the knowledge. Additionally, the learners are not empty and they should be asked to express

themselves and in other words, dialogue is better replacement for monologue traditional

teaching method.

Another interesting input from the research I want to discuss is that Ayesha Sedeqa

Madrasa which is a Madrasa for girls are approaching and implementing different and modern

methods of teaching Islamic history subject, all teachers have dedicated their own tools

computers, laptops and they have provided projector and other necessary facilities in the

classroom, so they could teach through presentations, showing different movies about Islamic

history, these different methods makes the subject more interesting and introduces students to

the themes of historical periods and let them to interact in the discussion with teacher and other

classmates, the teaching methods they use involves teachers to share their experience and

knowledge and students to discuss their critical thoughts and ideas and share their

understanding about the topic, some of the teachers mentioned that their aim is to provide

motivated classes instead of teacher centric classrooms as the traditional teaching method like

lecture had no productivity and efficiency on students and through presentation and movies the

topic is visually demonstrated to students which makes it easier for them to remember

everything they have learned in the class.

Although teachers agree with student centered methods, but teachers’ lecture widely is

preferred and through which the teacher shares extra information with students. On the other

hand, VanSledright (2011) criticized traditional lecture method which is teacher center and the

lesson is viewed only from teacher’s perspective and can be boring for students.

The experienced teachers were less interested in using films and the small percentage

who agreed with applying this method, said that through films they can demonstrate the

complete past event with details. While most of the teachers criticized the recorded films that

17

most of it is bias or exaggerated about the past event so there is less appropriate films to be

used as a model of historical events therefore this method was less preferred.

Regarding group work, most of the teachers selected this method as an applicable

method for this subject, but the reason behind choosing it was being an active method and

teachers thought about raising a critical discussion. While according to Marton & Booth (1997)

through group work the students have chance to see the same issue from view of others and

critically discuss its different perspective.

Role play as it was mentioned before was less preferred and according to the data

although it can increase interest of the students but it takes too much time and considering thick

textbook of Islamic subject, the teachers could not accommodate this approach in their lesson

plan.

According to the findings from this research, both of monologue and dialogue methods

are preferred by teachers. On the other hand, according to my teaching experience in Sayed

Jamal-u-Din Teaching Training Center, lecture has much more dominant approach for teaching

Islamic history. The reason for this discrepancy can be clarified by explaining that what

teachers want to apply and what actually they teach. Definitely, teachers consider the group

work, discussion and other student centered methods much more effective but there are a lot of

barriers which put constrains on teachers to choose lecture. The only tool used for this research

was questionnaire which reveals the ideas of the respondents, but it has nothing to say about

whatever actually they do. Observation method would be a better tool for finding data about

the methods used for teaching.

According to most of the teachers there are different pressures and obstacles in their

way that limit them to lecture there wise they are not able to approach other methods for

teaching Islamic history, limit of time, crowded classes, lack of prior knowledge about Islamic

history of students, lack of materials, pressures and demands of the department to teach the

whole text book and complete the lesson plan till the end of semester. Such pressures influence

the teaching method, each class period is fifty minutes which is not enough for a teacher to

give opportunity for each student to participate in the class discussions and share their ideas

and understanding.

Another method that teachers mostly agree with is that students should study the

relevant topics in advance which will avoid confusion during the class and also the teaching

will get more interesting, and I believe if students study the lesson in advance so they can have

questions to ask during the lecture which will make the lecture constructive. Teachers may

encourage students to study the lesson and extra resources in advance for productive

discussions and critical thinking but the time limit and crowded classes and lack of materials

make it very difficult to manage the new methods of teaching.

Although most of the teachers believe that teaching directly from the text book is boring

for students and another alternative method used frequently by some teachers are presentation

and they believe that they can teach more volume of lessons in presentation instead of directly

teaching from text books but there are problems that makes it difficult to usually use this

method of teaching.

Additionally, another problem is knowledge division between high school students and

college students; the text book about Islamic history in school is not high level and in colleges

the text book about Islamic history is very high level which obviously creates a gap between

high school and college students, in the result students have limited knowledge about Islamic

history when they graduate from high school and it is hard for them to understand and learn

when they study Islamic history in colleges. Maybe the Ministry of Education need to revise

the text books in both schools and colleges.

The most common problems in teaching Islamic History, according to the teachers, was

thickness of the book, which puts too much constrains on teachers to adapt their lesson plan

18

for teaching all the pages in text book. Also, the difficult terminologies and vocabulary and

some spelling mistakes which still can be seen in text books makes it hard to understand the

text also a lot of Arabic words, used in Islamic subjects e.g. history.

Traditional way of teaching suggests lecture and narration for teaching history so that,

the past events and honor of ancestors be kept and transformed to future generation. On the

contrary, according to VanSledright (2011) investigative approach is a better replacement of

lecture which is more near to method for teaching science. He added that this method fosters

critical minded students and paves the way for deep understanding of history. Furthermore, as

Marton & Booth (1997) emphasized, discussion provides the opportunity for the students to

view the same phenomena from different perspective and the students can compare it with their

own understanding about the issue.

Moreover, VanSledright (2010) introduced two parts of knowledge which combines

together in teaching process; the content knowledge and pedagogical content knowledge, both

of them are important and teachers should strengthen both skills for achieving better result of

teaching in a class. In this study, it was found that teachers mostly have sufficient subject

content knowlegde, while their pedagogical knowledge seems to be not adequate. For example

they still see taridional methods of teahcing such as lectures and they cannot overcome the

problems of over crowded classes as well as time limits of their teaching.

Another barrier according to the teachers was lack of references specially, for female

teachers, which can effect content knowledge of students and consequently, bring negative

change in teaching quality. Furthermore, teachers complained about time shortage and high

number of students in classes which lead the teachers to choose methods which is more suitable

for such conditions. As the data shows, they prefer to implement different constructivism

methods but unfortunately such barriers can be a reason for widely lecture implementation.

Most of the teachers agree that academic writing rules should be used to verify student’s

assignment because it will help students to pronounce the names of persons and places

accurately as most of the words of Islamic history text books are in Arabic, hard concepts and

some spelling mistakes which can be confusing to native students and may create a big

challenge for them to understand and remember the lessons as most of the students are not

familiar with Arabic language the time they come to Teacher Training Colleges and also

academic writing rule may help student to get familiar with history writing and also it’s a

practice for their future teaching job as experienced teachers address the problem that now

mostly new teachers face problems when they teach Islamic history and they seek our help, to

avoid such problems and to strengthen the skills of our students teachers need to strictly follow

the academic writing rules.

CONCLUSION

In conclusion, one of the important issues that the teachers should pay attention to is

having a purpose for teaching a specific subject and more important is that to share their

19

objectives with students as well. As Levstik and Barton (2010) said that History should be

taught purposefully, because having an aim makes the lesson more important and interesting

for students. Additionally, when the aim is not clear for students, they just memorize the book

without knowing its concept and it is the reason that students easily forget the lectures therewise

the real goal of teaching islamic history is not achieved because the purpose of teaching Islamic

history is to define the history of Islam to current generation and spread the knowledge within

the society through them but unfortunatlely the real importance and purpose of Islamic history

is forgotten and not considered seriously. In the result, it becomes a difficult and boring subject.

On the other hand, as MoE in Afghanistan includes Islamic history in Scientific Subjects

(Ministry of education, 2010), therefore it should be treated and taught as science, not a

collection of information about events and dates to be memorized.

This research reveals that Afghan teachers have some purposes in their mind and plan

for teaching Islamic history subject and among them the most common aims are introducing

Islamic identity and the relations between the Islamic nations and other countries. Regarding

to the methods, the teachers think this subject can be taught through different teacher and

student centered methods. Lecture is an unavoidable method of teaching Islamic history, as

constrains of the education in Afghanistan for teaching this subject lead the teachers to deliver

lecture widely. However, other student centric methods such as student discussion, group work,

student seminars and etc are preferred by teachers as well. Furthermore, teachers think that

these methods are active and make the lesson more interesting for students and also repeatedly

recalling the lessons will be easier.

In the end of conclusion I would like to mention that there are a lot of experienced and

knowledgeable teachers in TTC and during my research I realized all of them understand that

current teaching methodology has vulnerabilities to be eliminated for improvement, because

the current tradition of Islamic history teaching methodology is not productive and effective as

during the lecture students are not interested and attracted to the content of Islamic history

because they only have to listen to the lecture and there is no interaction between the lecturer

and students. Fortunately, teachers have ability to identify problems in current Islamic history

teaching methodology and also they are devoted to share valuable information, ideas and better

approaches to improve current teaching methodology but beside Ministry of Education as well

as Teacher Training directorate should also assess and review the current Islamic teaching

methodology and pay attention to it so our students which is the new generation and backbone

of the country may have deeper understanding about Islamic history instead of reading and

treating it as a subject to get marks which is quite a disappointment.

REFERENCES

Aktekin, S. Harnett, p. Ozturk, M. and Smart, D. (Eds) (2009) Teaching History

20

and Social Studies for Multicultural Euroupe. Ankara: HarfEğitimYayıncılığı.

Bryman, A. (2012) Social Research Methods Oxford: Oxford University Press

Cohen, L., Manion, L. K. (2010) Research Methods in Education London: Routledge.

Freire, P. (1998) Pedagogy of Freedom. Ethics, Democracy, and Civic Courage New

York: Roman & Littlefield

Harris, R & Hydn, T. (2006) Pupils’ enjoyment of history: What lessons can teachers learn

from their pupils the Curriculum Journal 17(4)

Hertzberg, H. (1988) Are Method and Content Enemies? In B. R. Gifford (ed.), History in the

Schools: What Shall We Teach? New York: Macmillan

Levesque, S. (2005) Essay review: In search of a purpose for school history,

Curriculum studies 37(3)

Levstik, L and Barton, K, (2010)“It´s Not Just a Mishap. The theory behind Disciplined

Inquiry” in doing History, Investigating with Children in Elementary and Middle

School, New York: Routledge

Marton, F. & Booth, C. (1997)Learning and Awareness. Mahwah, NJ: Lawrence Erlbaum

Associates Inc.

Ministry of Education (2010) National Strategic Plan for Education in Afghanistan 2010-

2014 Kabul: Ministry of Education.

Nilsson, P. (2008) Teaching for Understanding: The complex nature of pedagogical content

Knowledge in pre-service education. International Journal of Science Education,

30(10)

Rusen, J. (2004) How to Overcome Ethnocentrism: Approaches to a

Culture of Recognition by History in the Twenty-first Century history and theory

43(4)

Schunk, D. H. (2012) Learning Theories. An Educational Perspective. Boston: Pearson

Education, Inc.

Seixas, P., & Peck, C. (2004). Teaching historical thinking. In A. Sears & I. Wright(Eds.),

Challenges and Prospects for Canadian Social Studies. Vancouver: Pacific

Educational Press.

Shulman, L. (1986) Those Who Understand: Knowledge Growth in Teaching Educational

Researcher 15(2)

Van Sledright. B.A, 2011, The Challenge of Rethinking History Education: On practices,

Theories, and policy, Routledge, 270 Madison Avenue, New York, 10016.

Young, J. (2007) small scored group discussion: beyond the Fishbowl, or, Everybody Reads,

Everybody Talks, and Everybody Learns The History Teacher 40(2)

21

ANNEXES 1

Questionnaire

1. Gender

Male □ Female□

2. In which classes do you teach?

3. How long is your work experience as teacher? ______ Years

Purpose

4. Which of the following options can be a purpose for teaching (Islamic) history?

Strongly agree Agree disagree Strongly

disagree

Promoting

critical thinking

about past

events

Introducing

Islamic

identification

Relation

between the

nations

Memorizing the

past events

Methods

5. To what extent are you familiar with the content knowledge of Islamic history

subject?

a: Excellent b: Good c: Poor

6. To what extent do you think studying extra Islamic book is necessary to improve

your teaching?

a) Studying extra book is extremely necessary

b) Studying extra book is important

c) The information in text book is enough for teaching Islamic history

7. To what extend do you prefer the following methods to teach Islamic history?

Strongly agree Agree disagree Strongly

disagree

Lecture

role play

22

group

work

computer

presentation

seminar by

students

paired discussion

Maps and

diagrams

8. Comment two methods you prefer the most.

_____________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_________________________________.

9. Why you don’t prefer some of the methods?

_____________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

_________________________________.

10. Do you use videos for teaching Islamic History?

a: yes□ b: No□

11. Which of the following would you say best matches your reason for showing

TV/film clips in the classroom?

a. To visually demonstrate a point I have just made.

b. To introduce pupils to the themes of a historical period.

c. To get pupils to compare and contrast different representations of a historical period.

d. To show a complete narrative for pupils to study in relation to a topic in history.

12. Do you ask students to discuss the historical topics in groups?

a: yes□ b: no□

13. In your opinion which of the following goals can be achieved through group

work?(you can choose more than one options)

A. critical thinking through asking different students’ opinions

B. memorizing factual past events

C. active learning

14. To what extent do you agree with the following statements about writing of the

students about Islamic history?

Strongly

agree

A

agree

disagree Strongly

disagree

Using academic writing rules for checking the

writing assignments.

23

Asking students to present their

writings.

It helps students to practice the pronunciation

of the names of persons, locations.

It is a kind of practice for their future teaching

job.

It makes students to be familiar with history

writing.

15. Which of the following statements is true about the role play method?

Role play agree Disagree

students should study the related lesson in advance

this method draws interest of the students toward history

subject

This method is not time consuming

16. Which of the following statements can be advantage or disadvantage of the lecture?

Lecture method Agree Disagree

Lecture and narration are good ways for introducing

historical heroes

Lecture improves student’s critical and analytical view

Lecture method provides less chances for students for talk

and discussion

Obstacles

17. To what extend do you agree with the following statements.

a. Hard word and concepts in the text book creates problem in understanding the text.

a:Strongly agree b: agree c: disagree d: strongly disagree

b. Largeness of the textbook is too big to be taught during one semester.

a: Strongly agree b: agree c: disagree d: strongly disagree

18. If you face with any other problem in teaching history please, mention it/them in

the following lines.

_____________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

______________________________________________.

24

ANNEXES 2

پرسشنامه

پرسشنامه ذیل برای تحقیق در مورد اهداف و روشهای تدریس تاریخ تشریح اسالم طرح ګردیده است و هیچ ګاه بر علیه

شما و یا موسسه شما استفاده نمی ګردد. لطفا سواالت ذیل را با دقت بخوانید و به تمام آنها جواب دهید. از همکاری شما

تشکر.

□مرد□ .جنس: زن۱

وف تدریس می کنید؟.در کدام صن۲

ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ

.تجربه کاری شما به حیث استاد چند سال است؟ـــــــــــــــــــــــــ ۳

ما کجاست؟محل کار ش

□مدرسه________________□ حوزه تعلیمی ناحیه □ سید جمال الدین

.کدام یک از موارد ذیل می تواند از جمله اهداف تدریس تاریخ تشریح اسالم باشد؟۴

کامال موافق موافق مخالف کامال مخالف

پیشبرد استفاده از

تفکر انتقادی در

ارتباط با حوادث

ګذشته

اشنایی با هویت

اسالمی

آشنایی با روابط بین

ملل مختلف

حفظ کردن اتفاقاتی

که در ګذشته رخ

داده است

.تا چه اندازه با محتوای چپتر تاریخ تشریح اسالم آشنایی دارید؟۵

ضعیف عالی خوب

.به نظر شما ،تا چه اندازه مطالعات اضافی برای تدریس تاریخ تشریح اسالم ضروری است؟ ۶

الف(مطالعات اضافی بسیار ضروری است

ب(مطالعات اضافی مهم است

25

ج(معلومات ارایه شده در چپتر برای تدریس کفایت می کند و مطالعات اضافی ضرور نیست

با روش های ذیل برای تدریس تاریخ تشریح اسالم موافق هستید؟. تا چه اندازه ۷

کامال موافق موافق مخالف کامال مخالف

لکچر

روش نمایشی)نقش

بازی کردن(

کار ګروپی

ارایه )سالیدهای(

کمپیوتری

ارایه سمینار توسط

شاګردان

مباحثه در نفره

چارت و استفاده از

نقشه

.چرا این روش ها را مناسب می دانید؟۸

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

____________________________

.از جمله روش های فوق کدام موارد نا مناسب هستند؟ چرا؟۹

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________

برای تدریس تاریخ تشریح اسالم از فلم استفاده می کنید؟.آیا ۱۰

□خیر□ بلی

26

.کدام یک از موارد ذیل می توانید دلیلی برای استفاده از فلم در هنګام تدریس باشد؟)شما می توانید بیش از یک مورد ۹

را نشانی نمایید(

الف(برای تصویر سازی موضوع تشریح شده در لګچر

سازی شاګردان با موضوعات تاریخی ګذشتهب(برای اشنا

ج(به هدف تشویق شاګردان برای مقایسه موضوعات تاریخی

د(نمایش یک داستان تاریخی ګذشته مرتبط با درس

.آیا از شاګردان تقاضا می کنید تا موضوعات درس را در بین خویش مباحثه نمایند؟۱۱

□خیر□ بلی

اف ذیل از طریق کار ګروپی بدست می آید؟)شما می توانید بیش از یک مورد را .به نظر شما، کدام یک از اهد۱۲

نشانی نمایید(

الف(تفکر انتقادی از طریق ارایه نظر توسط شاګردان مختلف

ب(حفظ موضوعات تاریخی

ج(یادګیری فعال)شاګرد محوری(

موافق هستید؟ . تا چه اندازه با ګفته های ذیل در مورد تحریرات و سمینار های شاګردان۱۳

کامال

مخالف

کامال موافق مخالف

موافق

استفاده از معیار های علمی برای تصحیح تحریرات شاګردان

از شاګردان تقاضا می ګردد تا تحریرات خویش را از طریق سمینار

ارایه نمایند

اخذ سمینار تمرینی برای تلفظ اصطالحات و نام های تاریخی است

اخذ سمینار تمرینی برای آینده شغلی شاګردان در زمینه تدریس است

تمرینی برای روش های تاریخ نویسی است

.کدام یک از موارد ذیل در مورد روش نمایشی صدق می کند؟۱۴

روش نمایشی موافق مخالف

شاګردان با درس مربوط به نمایش را قبال مطالعه نموده باشند

عالقه شاګردان را به این مضمون افزایش می دهداین روش

این میتود وقت کمی را در بر می سازد

27

.کدام یک از موارد ذیل در مورد روش لګچر صدق می کند؟۱۵

روش لګچر موافق مخالف

روش لکچر و قصه خوانی برای معرفی شخصیت های تاریخی مناسب

است

تحلیلی شاګردان را بهبود ببخشد.روش لګچر می تواند تفکر انتقادی و

روش لګچر فرصت کمتری به شاګرد برای بحت و ارایه نظر می دهد

تا چه اندازه با جمالت ذیل موافق هستید؟

.لغات و اصطالحات سخت در کتب درسی فهم درس را برای شاګردان مشکل می سازد.۱۶

کامال مخالف مخالف کامال موافق موافق

.حجم کتاب درسی برای تدریس در یک سمیستر بسیار زیاد است.۱۷

کامال موافق موافق کامال مخالف مخالف

سطور ذیل ذکر نمایید. .اګر با کدام مشکل دیګری در هنګام تدریس مواجه می شوید ان را در۱۸

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

____________________________